Mission, Goals & Objectives · guide program goals (broader than values alone). 3 Goals are broad...

UBC MD Undergraduate Program: Mission, Goals & Objectives

The University of British Columbia

Faculty of Medicine

MD Undergraduate Program

Mission, Goals & Objectives


Table of Contents

Preamble 1

1. Conceptual Framework ................................... 2

2. Mission ............................................................... 3

3. Admissions Criteria .......................................... 3

4. Core Principles (P) ........................................... 3

5. Program Goals .................................................. 6 5.1 Learning Process (LP)............................. 6

5.2 Learning Environment (LE) .................... 7

5.3 Diversity (D) ........................................... 8

5.4 Social Responsibility (SR) ...................... 9

5.5 Faculty (F) ............................................. 11

5.6 Partnerships (PT) .................................. 11

5.7 Research (R).......................................... 12

5.8 Program Improvement (PI) ................... 13

5.9 Financial and Administrative

Responsibility (FR) .............................. 14

5.10 Scholarly Contribution (SC) ................. 14

5.11 Innovation (I) ........................................ 15

5.12 Internationalization (IT) ........................ 16

6. Learning Goals and Objectives ..................... 17 6.1 Learning Objectives (LO) ..................... 17

7. Source Documents .......................................... 25


1

Preamble

During the past ten years, various committees and

working groups of the MD Undergraduate Program have

produced several documents addressing the program‟s

mission, goals, and objectives. These earlier documents

were created through extensive consultation within and

outside the Faculty of Medicine, and the development of

the present publication follows a similar process.

The primary goal of this document is to create one

integrated and coherent publication. A secondary goal is

to fill in the few remaining gaps, as specified in the

LCME accreditation guidelines.

This publication will play two roles: (1) As a

communication device for medical school faculty,

students, staff, administration and others outside the

school. It will provide a clear and transparent direction

for the program; and (2) As a framework to guide the

ongoing program evaluation process. It will provide a

structure and criteria for evaluation.

It is important to note that this is a „living‟ document

which will need to be reviewed and updated periodically,

Council of Undergraduate Associate Deans:

Bruce Fleming Sharon Salloum

Oscar Casiro Kristin Sivertz

Cliff Fabian David Snadden

Allan Jones Angela Towle


2

1. Conceptual Framework

The following conceptual has been used to organize these

points:

1 The mission is the statement of the program‟s fundamental

contribution or reason for existence. 2 Principles encompass the core values, beliefs and priorities that

guide program goals (broader than values alone). 3 Goals are broad statements of accomplishment for the program. 4 Objectives are specific statements of accomplishment for the

program. Objectives should be stated as observable outcomes.

UBC Vision, Mission,

Principles, Goals

UBC Faculty of Medicine

Vision, Mission, Values,

Goals

MD Undergraduate

Program Mission1

MD Undergraduate

Program Goals3

MD Undergraduate

Learning Objectives

(by goal) 4

MD Undergraduate

Learning Goals3

(Not

included in

document)

(Included in

document)

MD Undergraduate

Program

Core Principles2


3

2. Mission

The MD Undergraduate Program recruits, admits,

educates, and supports students who will graduate with

defined and demonstrated personal qualities,

competencies, knowledge, and behaviours rooted in the

vision, missions, and values of the University of British

Columbia and its Faculty of Medicine, and in an ethical

context of social responsibility for the health needs of

British Columbians.

3. Admissions Criteria

Students are evaluated and selected on the basis of

academic and non-academic criteria. These criteria

include high academic achievement, critical

thinking, self-directed learning, commitment,

motivation, maturity, integrity, realistic self-

appraisal, reliability, creativity, scientific and

intellectual curiosity, a positive attitude toward

continued learning, the ability to communicate

verbally and in writing, aptitude for problem

solving and decision-making, ability to perform

well in the rigorous curriculum and problem-based

learning format of the program, leadership potential,

the capacity to understand and cooperate with

others, social concern and responsibility, and a

concern for human welfare.

4. Core Principles (P)

The MD Undergraduate Program (hereafter called „the

Program‟) is committed to the following principles


4

guiding its goals and objectives:

P1. Learning: maintaining the highest, evidence-

based standards of effective student learning in

medicine as demonstrated by graduate

achievement of learning objectives.

P2. Learning environment: creating and

maintaining a positive learning environment that

fosters self-directed and lifelong learning, and in

which students learn to take responsibility for

their own learning.

P3. Diversity: attracting, retaining and supporting

faculty, students and staff who reflect the

diversity and interests of the populations served

by the Program.

P4. Social responsibility: responding (primarily

through education) to the priority health needs of

the population at large, with a focus on British

Columbians, specifically including those of

Aboriginal, rural, remote and northern

communities, with competence, equity, integrity

and professionalism.

P5. Research: preparing its students to contribute to

medical knowledge throughout their careers and,

through its own research and knowledge

translation, adding to the base of research and

evidence on effective medical education.

P6. Faculty: recruiting, supporting, developing and

recognizing outstanding faculty as the crucial

resource for achievement of the Program

mission, goals and objectives.


5

P7. Partnerships: establishing effective, dynamic,

long-term relationships with the communities

served and with their representatives, including

but not limited to its students, university

partners, faculty, the medical profession, health

care institutions, and Aboriginal, rural, remote

and northern communities, in order to

accomplish the mission, goals and objectives of

the Program.

P8. Program improvement: implementing an open

and ongoing process of program improvement

that responds to changes in the external

environment, using both the expanding

knowledge base in medical education and the

results of internal program evaluation to create a

positive and effective learning environment.

P9. Financial and administrative responsibility:

achieving its mission, goals and objectives in an

administratively responsible and cost-effective

manner.

P10. Scholarly contribution: ensuring that the

Program contributes to the UBC mission and

broader medical education community through

its scholarly work and through the high quality

and strong preparation of its graduates.

P11. Innovation: fostering and supporting an

environment conducive to creative thought and

experimentation in medical education that

results in high quality, sustainable, educational

experiences.


6

P12. Internationalization: developing and

strengthening global understanding,

relationships, and contributions by Program

students, faculty, and staff.

5. Program Goals

5.1 Learning Process (LP)

LP1. Student admissions: to recruit and admit

students with the personal characteristics,

attitudes and behaviours to become competent,

caring physicians and to contribute to meeting

the health care needs of British Columbians.

LP2. Competency learning: to provide multiple

opportunities to learn the defined competencies

throughout the curriculum, since all defined

competencies are considered essential to the

practice of medicine.

LP3. Learning strategies: to promote independent,

self-directed, interdisciplinary learning in which

students actively construct and interpret

information in multiple settings.

LP4. Settings: to utilize clinical, patient and case-

centred settings that reflect the full range of

health resources in the communities served by

the Program.

LP5. Comparable educational experiences and

evaluation across sites: to ensure that students

have comparable educational experiences and

equivalent methods of evaluation across all

alternative instructional sites within a given


7

discipline.

LP6. Inter-professional education: to expand inter-

professional education in the training of health

professionals, in order to prepare graduates for

inter-professional practice.

LP7. Instructional methods: to vary instructional

methods as appropriate to accomplish specific

learning outcomes.

LP8. Integration: to integrate science teaching with

clinical practice.

LP9. Content focus: To ensure that Program content

focus on both disease prevention and health

promotion.

LP10. Assessment: to implement assessment

procedures that are centralized, formative,

cumulative, varied in method, and include self-

and peer-evaluation, to ensure that the defined

competencies are effectively learned and

satisfactorily performed upon completion of the

Program.

5.2 Learning Environment (LE)

LE1. Orientation: to provide students with effective

orientation when entering medical school and

when beginning their clinical experience.

LE2. Responsibility: to provide opportunities and

support for students to learn to take

responsibility for their own learning.


8

LE3. Teamwork and collegiality: to create and

maintain an environment that fosters teamwork

and collegiality.

LE4. Student support: to support students through

effective, sensitive counselling, individual and

group support, and career planning.

LE5. Faculty interactions and role models: to

promote faculty-student interaction and provide

role modelling for students.

LE6. Respect: to respect all students, regardless of

gender, race, age, disability, national origin,

religion, or sexual orientation.

LE7. Communication: to maintain an environment

that encourages open and effective

communication among all students, faculty and

staff involved in the Program.

LE8. Learning in clinical settings: to establish and

maintain clinical settings which place the

emphasis on learning during student interactions

with patients and clinical staff.

5.3 Diversity (D)

D1. Diversity: to improve accessibility to medical

school for underserved populations and increase

the diversity of the undergraduate student body.

D2. Aboriginal students: to increase the number of

aboriginal students entering and graduating in

medicine.


9

D3. Students from rural, remote, and northern

communities: to increase the number of

students from rural, remote and northern

communities entering and graduating in

medicine.

D4. Mitigating barriers: To support the potential of

a diverse medical student body to achieve

academic excellence by identifying and

mitigating barriers for students in achieving

program goals.

5.4 Social Responsibility (SR)

SR1. Public health: to increase the number of

graduating students who contribute to the public

health infrastructure (academic, research, and

clinical).

SR2. Program emphasis: to emphasize within the

Program (a) practice in smaller centres and in

rural and remote settings and (b) the health

needs of underserved groups across BC,

particularly older adults, children and youth

experiencing poverty, Aboriginal communities,

and those with complex mental health needs.

SR3. Needs identification: to establish mechanisms

to work with communities served by the

Program, in particular Aboriginal, rural, remote

and northern communities, to identify and

address their priority health problems and

physician education needs.

SR4. Aboriginal, rural, remote, and northern

community physicians: to increase the number


10

of students who select postgraduate training

and/or establish practices in Aboriginal, rural,

remote, and northern communities in British

Columbia.

SR5. Enhance awareness: to enhance awareness of

opportunities for becoming a health professional

among Aboriginal, rural, remote and northern

students.

SR6. Needed specialties: to increase the number of

graduates choosing postgraduate training in

areas of Family Practice and needed specialties

including geriatrics.

SR7. Community needs: to specifically address the

health care needs of Aboriginal, rural, remote

and northern communities in British Columbia,

including the need for health career role models

and for teachers in health education.

SR8. Long term impact: In the long term, to impact

access to care and health status of Aboriginal

people of British Columbia.

SR9. Continuing medical education: to monitor the

learning needs of British Columbia physicians,

including those in rural and remote practice

settings, and to provide opportunities for

professional development that will support the

recruitment and retention of physicians

throughout British Columbia.

SR10. Leadership: to provide international leadership

in community-based medical education.


11

SR11. Postgraduate program placement: to ensure

that Program graduates are highly sought after as

candidates for postgraduate training programs

across Canada.

5.5 Faculty (F)

F1. Faculty recruitment, retention and

recognition: to recruit, retain, and support

excellent basic science and clinical faculty

members and to encourage, recognize and

reward their educational achievements and

contributions.

F2. Faculty responsibility: to ensure that Program

faculty recognize and embrace their

responsibility to facilitate an excellent learning

environment and work to consistently maintain

and improve their knowledge and skills as

medical educators.

F3. Faculty development: to provide a rich learning

environment for faculty educational

development, creating a culture of support and

challenge and ensuring a high level of faculty

competence in medical education.

5.6 Partnerships (PT)

PT1. Distributed curriculum partnerships: to make

full use of the strengths of the University of

British Columbia, the University of Northern

British Columbia, and the University of

Victoria, as well as those of the Health

Authorities and allied health professionals in

British Columbia, to develop a distributed


12

medical education curriculum of the highest

quality, which could serve as a template of inter-

institutional cooperation in the development of

educational programs.

PT2. Partnership with British Columbia

government: to establish greater cooperation

and an educational responsibility with

government ministries in support of health care

in British Columbia.

PT3. Medical education continuum: to review,

develop and maintain the Program in partnership

with postgraduate and continuing medical

education groups.

PT4. Aboriginal, rural, remote, and northern

communities: to increase the collaboration

between the Faculty of Medicine and

Aboriginal, rural, remote and northern

communities of BC.

PT5. Community partnerships: to involve

communities across the province in the

education of health professionals.

5.7 Research (R)

R1. Orientation: to offer an educational program

that facilitates and enhances research

opportunities for students and faculty.

R2. Student preparation: to prepare an adequate

number of candidates to pursue a research-

intensive track of residency, postdoctoral

training and ultimately a research career in a


13

specialty or discipline of their choice.

R3. Knowledge translation: to develop an adequate

number of „physician-scientists‟ with training in

knowledge translation between scientific/clinical

and patient/population treatment settings.

R4. Research in community health: to develop

research programs that will assist communities

in addressing their specific health needs.

R5. Research on Aboriginal, rural, remote and

northern practices: to learn more about how

we can train health professionals in general for

Aboriginal, rural, remote and northern practice

settings.

5.8 Program Improvement (PI)

PI1. Accreditation: to maintain full accreditation of

the Program by meeting or exceeding the

requirements for curriculum, human resources,

students, resources, services, policies,

management, evaluation, and consistency across

program sites as set out in the current Liaison

Committee on Medical Education (LCME)

Accreditation Standards.

PI2. Ongoing evaluation and improvement: to

implement a system to support continuous

program evaluation and improvement, regarding

both learning goals and program goals, as well

as to provide information to monitor the

achievement of accreditation criteria.

PI3. Competency evaluation: to explicitly


14

demonstrate graduate competencies through a

comprehensive evaluation process that provides

student, faculty, and program feedback as well

as evidence of educational achievement.

PI4. Faculty assessment: To provide assessment and

feedback to faculty, to maintain high quality

instruction.

PI5. Student assessment: To use student assessment

that is centralized, formative, cumulative, varied

in method, and includes self- and peer-

evaluations.

5.9 Financial and Administrative Responsibility

(FR)

FR1. Effective administrative structures: to

maintain and enhance effective structures,

systems and resources for governance and

program management, particularly with

reference to the LCME Accreditation Standards.

FR2. Cost-effectiveness: to develop and implement a

cost-effective educational program.

FR3. Sustainability: to ensure that the program is

financially and administratively sustainable.

FR4. Planning process: to engage in a regular

planning process to set the direction for the

Program and define measurable outcomes.

5.10 Scholarly Contribution (SC)

SC1. Sharing our experience: to achieve and


15

document the achievements of the first five

years in program implementation, intended

outcomes, and faculty and student.

SC2. Recognition: to recognize program evaluation

studies as worthy of research and to disseminate

information about the evaluation process to the

medical education community.

SC3. Research program: to promote and support a

program of medical education research related to

the Program.

SC4. Dissemination: to contribute to the professional

literature on the theory and practice of

undergraduate medical education.

SC5. Knowledge sharing: to encourage and support

the presentation at professional and public

venues of knowledge gained from medical

education research and evaluation.

5.11 Innovation (I)

IN1. Orientation: to encourage the exploration and

use of promising new ideas in the Program.

IN2. Initiation: to provide venues such as meetings,

forums and conferences for faculty, students,

and staff that facilitate the creation and sharing

of new approaches to program design and

implementation.

IN3. New tools and products: to foster the

development of new tools and products for use

in clinical care, scientific research, and medical


16

education.

IN4. Testing: to encourage and support “early

adopters” in testing new approaches and

learning from these in ways that lead to Program

improvement.

IN5. Support: to provide financial and/or

administrative support to innovators who wish to

implement new approaches or products in the

Program.

IN6. Rewards: to recognize and reward successful

new approaches and products developed by

participants in the Program.

5.12 Internationalization (IT)

IT1. Exchanges: to encourage and support faculty,

students and staff in gaining experience in other

countries.

IT2. Program faculty and staff: to recruit and retain

an internationally diverse group of faculty and

staff to the program.

IT3. Students: to attract, admit and educate an

internationally diverse group of students in the

Program.

IT4. International links: to develop relationships

with outstanding medical school undergraduate

programs across the world.

IT5. Knowledge sharing: to encourage knowledge

sharing, especially by electronic means (e.g.


17

internet and videoconferencing), with medical

school undergraduate programs across the

world.

6. Learning Goals and Objectives

LG1. Exit competencies: to ensure that every

graduating student meets or exceeds the

competency requirements necessary for

postgraduate training and as a foundation for

lifelong learning and proficient medical care.

6.1 Learning Objectives (LO)

Defined competencies for the UBC MD

Undergraduate Program include:

LO1. Knowledge integration and analytical skills:

Knowledge skills relate to the acquisition,

maintenance, integration and use of knowledge.

Students should be able to demonstrate that they

can:

LO1.1 acquire new knowledge and retrieve

essential knowledge from memory to

effectively provide clinical care in health,

disease and illness;

LO1.2 think critically and apply the scientific

method;

LO1.3 commit themselves to life long reflection

and learning for the purpose of

maintaining and enhancing professional

competence;

LO1.4 integrate new research knowledge into

clinical practice.


18

Students should be able to demonstrate an in-depth

knowledge of:

LO1.5 normal molecular, biochemical and

cellular mechanisms of the body and its

organ systems;

LO1.6 the various etiologies of disorders and the

mechanisms by which they cause disease

(pathogenesis);

LO1.7 altered structure (pathology) and function

(pathophysiology) of the body and its

major organ systems;

LO1.8 clinical and pathologic manifestations of

the most common and serious acute and

chronic disorders;

LO1.9 standard clinical and laboratory

investigations and radiological imaging

appropriate to common and serious

disorders;

LO1.10 management options for the most common

and serious disorders, diseases, and

illnesses requiring immediate and long

term treatment;

LO1.11 relieving pain and ameliorating the

suffering of patients;

LO1.12 the incidence and impact of economic,

psychological, societal, and cultural

determinants of health, illness and disease

for individuals and within populations;

LO1.13 the power of the scientific method in

establishing the causation of disease and

efficacy of traditional and non-traditional

therapies.

LO2. Communication skills: These skills relate to


19

communication between doctor and patient,

doctor and the patient‟s family, doctor and

doctor, doctor and health care team, and doctor

as manager/leader. Students should be able to

demonstrate that they can:

LO2.1 conduct an interview with a patient in an

empathic manner, which is both

therapeutic and effective in eliciting

information.

During an interview, the student will:

LO2.2 establish good rapport;

LO2.3 proceed logically;

LO2.4 obtain the essential history, including

issues related to age, gender, and socio-

economic status;

LO2.5 listen carefully;

LO2.6 observe non-verbal cues;

LO2.7 demonstrate an understanding of the

person, and their life;

LO2.8 determine the patient‟s feelings,

understanding of illness and expectations.

Students should also be able to demonstrate that they

can:

LO2.9 communicate truthfully and

compassionately with patients, their

families, colleagues, and other

professionals both verbally and in writing;

LO2.10 develop and maintain effective

relationships with patients with complex

problems;

LO2.11 provide information, emotional support


20

and recommendation to ensure

understanding and informed consent for a

mutually agreeable therapeutic plan;

LO2.12 recognize and handle appropriately the

reactions to bad news, loss, grief and other

common but difficult clinical situations;

LO2.13 apply negotiation and conflict resolution

skills in interpersonal relationships.

LO3. Professional behaviours: These behaviours

relate to professional conduct. Students should

be able to demonstrate that they can:

LO3.1 meet or exceed accepted ethical standards,

including the Professional Standards for

Faculty Members and Learners in the

Faculties of Medicine and Dentistry at the

University of British Columbia, with the

highest sense of honesty and integrity;

LO3.2 interact with patients, patients‟ families,

colleagues, and others with honesty,

integrity, compassion, and respect;

LO3.3 demonstrate respect and protection of the

patient‟s confidentiality, dignity and

autonomy when discussing personal

issues, illness, and disease, prognosis and

treatment options with patients, their

families, or other members of the health

care team;

LO3.4 advocate at all times the primacy of

patient well-being in the clinical setting;

LO3.5 not discriminate in interactions with

others, on protected grounds such as age,

race, colour, ancestry, place of origin,

political belief, religion, marital status,

family status, physical or mental


21

disability, sex, sexual orientation or

unrelated criminal convictions;

LO3.6 respect social and cultural differences in

attitudes and beliefs;

LO3.7 understand and exhibit appropriate

strategies to deal with boundary issues;

LO3.8 exhibit professional conduct regarding

demeanour, use of language, and

appearance in health care settings;

LO3.9 understand the contributions of other

health care disciplines, show respect for

the skills of others, and be prepared to

practice effectively within a

multidisciplinary, inter-professional team;

LO3.10 understand and value the concept of

patient-centred care and the non-disease-

oriented determinants of wellness;

LO3.11 understand the threats to medical

professionalism posed by the conflicts of

interest inherent in various financial and

organizational arrangements for the

practice of medicine;

LO3.12 demonstrate an ethos of service to better

meet the health needs of all British

Columbians.

LO4. Clinical skills including clinical reasoning:

These competencies relate to providing highly

skilled clinical care to patients. Students should

be able to demonstrate that they can:

LO4.1 obtain a complete and accurate history of

the patient‟s presenting complaints;

LO4.2 perform a complete general and organ

specific examination including mental

status examination of patients, where


22

appropriate;

LO4.3 summarize and prioritize a patient‟s

clinical problems and present the results in

a standard written and oral form;

LO4.4 request and interpret the results of

appropriate investigations and diagnostic

procedures;

LO4.5 accurately record history and physical

findings, test results, and other

information pertinent to the care of the

patient;

LO4.6 distinguish normal structure and function

from abnormal and understand the

significance of these abnormalities in each

of the major organ systems;

LO4.7 analyze the information obtained from the

medical history, physical examination, and

appropriate investigations in order to

reach a working or provisional diagnosis

(diagnostic reasoning);

LO4.8 consider natural history, evaluate options

and formulate a management plan

(therapeutic reasoning);

LO4.9 recognize urgent situations requiring

immediate response and provide the

appropriate response;

LO4.10 identify persons at risk for common health

problems and provide health

promotion/risk prevention education and

counselling.

LO5. Practical and technical skills: Students should

be competent in performing a set of core

practical and technical skills meeting the

specific objectives of each clerkship as outlined

in the attached appendices.


23

LO6. Information management skills: These skills

relate to the acquisition and use of information.


can:

LO6.1 use general-purpose computer software

packages;

LO6.2 use electronic networks for

communication with others;

LO6.3 search, retrieve, and organize information

from a variety of information sources;

LO6.4 select and use materials as resources in

self-directed learning, including computer-

aided and web-based learning resources;

LO6.5 be adept at using hospital information

systems;

LO6.6 critically evaluate the validity and

applicability of commonly encountered

information sources, including published

literature and the Internet, and critically

evaluate material from pharmaceutical and

other health-related industries.

LO7. Personal management skills: These skills

relate to development of the person. Students

should be able to demonstrate that they can:

LO7.1 manage time effectively between work,

study, recreation, and other activities;

LO7.2 prioritize tasks, plan and schedule work to

meet deadlines and communicate

effectively with others around planning

and scheduling work;

LO7.3 select appropriate learning methods for the

subject/competency to be mastered;


24

LO7.4 assess their own strengths and weaknesses

and be willing to seek help or accept

feedback about personal limitations in

knowledge and skills; acknowledge error

and institute corrective action;

LO7.5 recognize and respond appropriately to

emotional distress in themselves and

others, including colleagues, or seek help

where appropriate;

LO7.6 develop and practice active coping skills

and when distressed, seek appropriate

help.

LO8. Health policy skills: These skills relate to

working within the health care delivery system.


can:

LO8.1 identify major issues of health care policy,

economics and services in BC, Canada,

and the world;

LO8.2 discuss the Canada Health Act and the

Canadian health care system in relation to

health care delivery, including delivery to

underserved citizens of Canada, and

understand that health care systems in

other developed and less developed

nations may be different;

LO8.3 explain and integrate quality assurance

and practice audit principles into clinical

practice;

LO8.4 understand the cost and societal

implications of approaches to providing

health care services for patients and

explain the principles of cost-effective

patient care;


25

LO8.5 recognize and appropriately address

gender and cultural biases in the process

of health care delivery;

LO8.6 advocate for access to health care for

members of traditionally underserved

populations.

7. Source Documents

Association of American Medical Colleges (AAMC)

(1998). Report I: Learning objectives for medical

student education: guidelines for medical schools.

Washington, DC: Medical School Objectives Project,

AAMC. Retrieved June 25, 2003 from

www.aamc.org/meded/msop/msop1.pdf.

Health Canada (2001). Social accountability: a vision

for Canadian medical schools. Ottawa, ON.

Liaison Committee on Medical Education (LCME)

(2003). Functions and structure of a medical school:

standards for accreditation of medical education

programs leading to the M.D. degree. Ottawa:

Committee on Accreditation of Canadian Medical

Schools. Retrieved June 23, 2003 from

www.lcme.org/pubs.htm#fands.

McBride, B. C., & Cairns, J. (2001). Meeting BC’s needs

for physicians: a discussion paper describing a vision

for medical education in British Columbia. UBC Faculty

of Medicine, January.

Strategic Planning Committee for the Northern Medical

Program (2001). Appendix 8: Goals for Undergraduate

Medical Education. In: Interim Report of the Strategic

http://www.aamc.org/meded/msop/msop1.pdf

http://www.lcme.org/pubs.htm#fands


26

Planning Committee (SPC) for the Northern Medical

Program (NMP) to the Inter-University Planning

Committee (IUPC), August.

Strategic Planning Committee on Curricular Revision

(1994). Renewal of the MD programme at the University

of British Columbia. UBC Faculty of Medicine,

November.

UBC Faculty of Medicine (nd). Phase IV Clerkships

Procedure Log.

UBC Faculty of Medicine (2004). Vision, Mission, and

Values. Retrieved October 24, 2004 from

http://www.med.ubc.ca/history.htm.

UBC Faculty of Medicine (2002). Defined competencies

for medical undergraduates.

UBC Faculty of Medicine (2001). Proposal for seats for

Aboriginal students in the Faculty of Medicine at UBC.

UBC Faculty of Medicine (nd). Selection Process.

Retrieved November 2, 2004 from

http://students.ubc.ca/calendar/index.cfm?tree=12,209,3

74,340.

UBC MD/PhD Program (2003). An Introduction to the

UBC MD/PhD Program. MD/PhD Program Newsletter,

Winter 2003, UBC Faculty of Medicine.

University of British Columbia (2003). Mission and

Vision Statement. Retrieved August 24, 2004 from

http://www.ubc.ca/about/mission.html.

University of British Columbia and University of

http://www.med.ubc.ca/history.htm

http://students.ubc.ca/calendar/index.cfm?tree=12,209,374,340

http://students.ubc.ca/calendar/index.cfm?tree=12,209,374,340

http://www.ubc.ca/about/mission.html


27

Victoria (2001). IMP Recommended Goals. In: Island

Medical Program Planning Report, December.

World Federation for Medical Education (1988). The

Edinburgh declaration. Lancet ii:464.

Approved by the UBC Faculty of Medicine Faculty Executive

January 18, 2005

Updated: July, 2007

Updated: June, 2008

Updated: June, 2009

Mission, Goals & Objectives · guide program goals (broader than values alone). 3 Goals are broad...

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Transcript of Mission, Goals & Objectives · guide program goals (broader than values alone). 3 Goals are broad...